During the period of paradigmatic changes in the life of society, there is a growing trend of uncertainty, which determines emotional tension, increased levels of aggression and anxiety. The dynamism and transitivity of social processes determine the choice of strategy for social behavior and human development in situations of unpredictability and complexity. In these conditions, the problem of creating psychologically comfortable conditions for the comprehensive development of an individual, his/her security in the process of interaction between subjects of the educational process, which requires teachers to be prepared to design and create a psychologically safe educational environment, acquires special significance. In this regard, the research problem lies in the scientific substantiation and practical development of a model for developing the readiness of future teachers to design a psychologically safe environment. The goal of the research is to develop a model for developing the readiness of future teachers to design a psychologically safe environment. The methodological basis of the research is represented by a set of methods of analysis, modeling, design, and experiment. The results of the research: various approaches to the content of a future teacher’s readiness to design a psychologically safe educational environment have been analyzed; the structural components of readiness have been identified, the criteria and indicators of its formation have been determined. A model has been designed for developing the readiness of a future teacher to design a psychologically safe educational environment. Key conclusions: the relevance of the problem of developing readiness to design a psychologically safe environment in the process of professional training of future teachers is due to modern social transformations; The model for the formation of readiness is a set of target, content-procedural, technological and evaluative-reflective components, focused on the formation of motivation in teaching activities, improving the design competence of future teachers, and developing personal and professional qualities of future teachers.
Джабатырова et al. (Sun,) studied this question.